year 9 course outlines - kinross...

Year 9 Course Outlines Semester 2 - 2016

Dear Parent/Caregiver

The information contained in this booklet outlines the key curriculum content and assessment which will be covered for students at Kinross College for Semester 2 2016.

The exact timing of assessments may vary from this outline, however the general curriculum plan will remain in place and students will be notified in advance of any prospective changes.

I would suggest that you read through the information with your child and help them to prepare for the heaviest assessment periods. This could be done by working out a study plan and creating a space at home where completion of work and study can be conducted away from the hustle and bustle of family life.

In order to ensure each student is catered for, all students have been allocated a TAG teacher. Students will see their TAG (Teacher Advisory Group) teacher, in TAG class for a 40 minute session each Thursday, as well as at specially organised times or events. The TAG teacher is often the best ‘first point of contact’ in many cases regarding your child on either a pastoral or academic front. Alternatively, you could contact relevant subject teachers directly. Year Coordinators can also be a useful contact. The Year 9 Coordinator is Ms Melissa Posener and can be reached on 9306 6000 or [email protected].

In the booklet, nearly all subjects offered to Year 9 students have been included. Some additional outlines will be added in the near future. Please note that semester-based courses may have less than 100% of assessment schedule, due to ongoing assessment next term.

Updates to curriculum information will be provided via an e-bulletin link as they occur. If you have any curriculum queries, please contact the relevant Head of Faculty.

Regards

Dale Beaton Associate Principal (School Services) (08) 9306 6000 July/August 2016

Faculty of English

Year 9 ENGLISH

Semester Two 2016 Week Key Concepts/Essential Content

Assessment/ Weighting

Term 3 1

Poetry: Ballads Introduction to ballads. Cars and Stars

Letter writing task 10% Bookwork Cars and Stars (ongoing) (10%)

2 Poetry: Ballads Study “Waltzing Matilda.” Guided Reading activities: language focus Poetry analysis Cars and Stars

3

Poetry: Ballads Study “The Ballad of Birmingham.” Guided reading activities Poetry analysis Cars and Stars

4

Poetry: Ballads Poetry analysis assessment Cars and Stars

Poetry analysis (10%)

5

Play Study Introduction to Shakespeare, the title of the Play, context, characters and settings Cars and Stars

6

Play Study Acts 1 and 2 – reading/viewing and summarising Cars and Stars

7

Play Study Acts 3 and 4 – summarising and translating sections of the text Cars and Stars

8

Play Study Act 5 – analysing a scene of the text, identifying allusion Cars and Stars

9

Play Study To be able to create character profiles, to identify themes in the Play. Cars and Stars

Themes Essay (10%)

10

Play Study Working on Theatre Program assessment task. Cars and Stars

Theatre Program (10%)

Faculty of English

Year 9 - English

Semester Two 2016 Week

Key Concepts/Essential Content Assessment/Weighting

Term 4 1

Travel Media Understanding the relationship between visuals and texts Cars and Stars

2 Travel Media Print Analysis Cars and Stars


Test – Annotating a visual text (10%)


5 Documentary Introduction to documentary study Identifying values. Cars and Stars

6 Documentary Identifying how SWAT codes are used in documentaries Cars and Stars

7 Exam Week Exam 30% 8 Documentary

Viewing a values documentary Guided viewing and comprehension Cars and Stars

Comprehension questions

9 Documentary Analysis of documentary conventions used to conveys values Introduction to speech task Cars and Stars

10 Documentary Presentation of speeches Cars and Stars

Speeches (10%)

Please note that dates are a guide only and may change to suit teacher/student needs.

Faculty of Mathematics

Year 9 Mathematics

Semester Two 2016

Week

Key Concepts/Essential Content Assessment/ Weighting

Term 3 1-2

Tree Diagrams - List, assign and determine probabilities of events with and without

replacement Relative Frequency

- Use to calculate the probabilities of events occurring

Test 1:

Probability (15%)

3-5 Data - Represent and interpret various data - Construct back-to-back stem-and-leaf plots and histograms

Test 2: Data (15%)

6 Linear graphs - Calculate the distance between two points - Find the midpoint of a line segment

7-9 Linear graphs - Solve linear graphs and equations

Test 3: Linear (15%)

10 Revision - Revise on content

Term 4 1-2

Non-linear relations - Graph simple non-linear relations - Introduction to quadratic equations

3-6 Area, surface area and volume - Calculate the area and surface area of various prisms - Calculate the surface area and volume of right prisms and cylinders - Convert units of area, surface area and volume

Test 4: Area, surface area and volume

(15%) 7 Exam week Test 5:

Exams (30%) 8-9 Direct proportion

- Solve simple problems involving direct proportion

10 Revision - Revise on content

Please note that dates are a guide only and may change to suit teacher/student needs. There are 5 assessments in semester 2, consisting of four tests and one exam, with a total weighing of 90%. 10% is allocated for classwork and homework.

SCIENCE COURSE OUTLINE SUMMARY 2016 The Science curriculum for 2016 will be delivered in 16 week blocks, with most topic rotations occurring half way through. For example, three Year 9 classes will study Biology and the other three will study Chemistry. After 7-8 weeks they will swap topics. This time frame allows for sufficient depth in a course, whilst also providing students with sufficient breadth. It also maximises the resources available to staff teaching each topic. Classes will continue to run right up to the holiday break, with a quick revision at the start of the next term, followed by continuation of the topic, thus maximising effective teaching time. Two full rotations of 16 weeks allows for most of Term 4 to be negotiated with students to best reflect their area of interest and need. For example Year 10 students wishing to study more difficult Science subjects in Year 11 will be encouraged to select extension classes. A focus on process skills can also occur during this time. Students in Years 7-9 will study courses that will assist their learning in the following year. e g Year 8s will study Biology (Body parts) to assist their Year 9 Biology course (Body system interactions). Please encourage your child to retain their notes over the holidays for study purposes. ASSESSMENT AND REPORTING Process skills will be assessed continuously throughout the year. Knowledge and understanding of specific Science fields will depend on the topics being taught in each rotation. The Semester 1 report will reflect achievement from the first rotation (ie. the first 16 weeks of the year). The Semester 2 report will reflect achievement in the second rotation. If you have any questions regarding your child’s education in Science please contact me at the school on 9306 6000. John Avenell HOD Science Kinross College

Faculty of Science

Year 9 Biology/Chemistry

Semester Two 2016 Week Key Concepts/Essential Content

Assessment/ Weighting

Term 3 1

Topic 1: Biology Cells Food groups

2 Digestive system Practical: Modeling intestines Enzymes Practical: Enzyme action

3 Circulatory system Practical: Heart rate and Exercise

20 marks

4

Heart dissection Respiratory system Investigation: Effect of exercise on breathing

5

Test 1: Digestive system, circulatory system, respiratory system. Excretory system

40 marks

6 Nervous system 7 Endocrine system 8

Review Test 2: nervous system and endocrine system Attitude, behaviour and effort assessment

30 marks 10 marks

9

Topic 2: Chemistry Revision and Science skills SI units and numerical prefixes Atomic Models – history and structure

Term 4 1

Elements and the periodic table structure and Atomic structure

2

Radiation comes from unstable nuclei (isotopes, alpha, beta and gamma radiation) Atomic structure and radiation assignment

20 marks

3 Reactants and products 4 Energy in chemical reactions 5 Practical test – performing reactions and writing equations Combustion and

common chemical reactions

15 marks

6 Combustion reactions Fossil fuels, Respiration and energy Research Assignment

15 marks

7 Combustion reactions and the environment Topic test ABE

50 % 10 marks

8 Semester 2 classes commence Please note that dates are a guide only and may change to suit teacher/student needs. Assessments are in marks rather than percentages and therefore may not add up to 100. Topic 1 and 2 may be taught in either order to maximize the use of resources within the Science department.

Faculty of Humanities and Social Sciences (HASS) – 2016

Explanatory Notes The HASS curriculum addresses the National Curriculum across the following Learning Areas: 1. Geography 2. Civics and Citizenship 3. Economics 4. History The depth and breadth of the curriculum is such that a focus is placed on four main units of study; Geography Civics and Citizenship, Economics and Business and History. A range of assessments will be used and include the following:

• Exams • Tests and quizzes • In class assessments (written responses, activities etc.) • Assignments • Peer assessments • Skill assessment (research etc.) • Mini research projects

To support student learning a number of thinking tools are taught. These tools might include: De Bono’s Thinking Hats, Multiple Intelligences, Cooperative Learning strategies, graphic organisers, mind maps, Bloom’s taxonomy and Venn diagrams to name a few. Critical and creative thinking underpins the teaching and learning programs developed in this learning area, catering for a number of learning styles. Portfolio Use All Society and Environment classes will use a portfolio as a revision tool and evidence of a student’s grade. The pieces chosen for the portfolio will include a wide range of samples, from their workbook marking key to assignments and tests. Students will be responsible for the organisation and maintenance of their portfolios. As such marks are awarded for this effort. Teachers will annotate student work where appropriate and provide timely constructive feedback. It is expected that all students from Years 7 to 10 will have a portfolio at the beginning of the year. As they are large items, they may be kept in the classroom. If you have any queries regarding your child’s education in HASS, please contact me at the College on 9306 6000 or at [email protected]. Yours sincerely Janette Thompson (Mrs) Head of Department Humanities and Social Sciences

Faculty of Humanities and Social Sciences

Year 9 HISTORY Semester Two 2016

Week Key Concepts / Essential Content Assessment/Weighting

Term 3 1

The BIG picture: The middle ages to the industrial age: OVERVIEW: How did societies change from the end of the middle ages to the beginning of the industrial age?

- The change in social structure - The impact of inventions - The impact of education

2

- The BIG picture: The middle ages to the industrial age. How did these changes affect health?

- What caused the death rate to decrease? - What caused the birth rate to increase? - Why was there a shift from an agricultural lifestyle to city living? - What pressure/s did this place upon families and society as a whole?

3

INDUSTRIAL REVOLUTION: (1750 – 1914) – Depth Study What were the technical innovations that led to the Industrial Revolution? What were some of the changes in technology? How and why were the colonies important (in particular Australia)?

Bookwork Learning Area Effort

4

Colonisation & resources - Students to map the spread of the British Empire. What resources was Britain able to obtain from the colonies?

Assignment 10%

5

Population movement: - Why did people move to cities? What was the impact of this migration? What were the positives and negatives of this move of people? What changes did society face?

Homework Learning Area Effort

6

Living & working conditions: - What was the impact of steam – gas – electricity on people’s way of life during the Industrial Revolution? How did working conditions change? Why did Trade Unions emerge at this time?

7

Global impact of the Industrial Revolution. - Describe the impact that cities, factories and mines (mining) had on the environment. Consider:

- The environment - Population Growth - The economy

In-class assessment 10%

8

Settlement and its effect – Depth study - MAKING A NATION: Settlement to a ‘new’ nation had impact that was intended and unintended. Students examine:

- Massacres - The spread of disease - The killing of sheep - Cultural differences - Belief and values differences

9

19th century goldfields. - Students explore the immigration of non-Europeans to Australia. What was the impact of the Chinese, South Sea Islanders and Afghans on the Goldfields? What were the prevailing attitudes of Europeans?

10 Living and working conditions: - How housing, sanitation, transport, education and industry influence living and working conditions in Australia? What was the impact of the gold rushes? Students to investigate the ‘Eureka Stockade’

Test 15%

Faculty of Humanities and Social Sciences

YEAR 9 HISTORY Semester Two 2016

Week Key Concepts / Essential Content Assessment/Weighting

Term 4 1

Federation: What factors contributed to the making of Federation in Australia? What impact did the 1890s depression have? What were ‘Nationalist’ ideals? The Westminster system was agreeable, why? How did the new Federal government affect how Australians lived?

2

WORLD WAR 1: (1914-1918) Depth study What were the causes of WW1? Why did men enlist so readily? Did people have an idealistic notion of war? Why was it so important to fight ‘For King and Country’?

Bookwork Learning Area Effort

3

WW1 (1914-1918) What was Australia like at this time? How big was the population? As a young nation, why was it important to show solidarity, to Australia and to Britain?

4

Gallipoli and trench warfare: During WW1, where did Australians fight? What was the nature of warfare in WW1? Students to investigate:

- Gallipoli and trench warfare. - Primary sources such as diaries, letters and documentation online from the

Australian War Memorial.

Assignment 10%

5

The impact of WW1: Graphing statistics – Australian deaths compared to other countries. What was the impact of the War on:

- The Australian economy? - Society? - Who opposed conscription and why?

Assessment test or task 10%

6

Commemoration of WW1: What is the ANZAC legend? What is the significance of ANZAC? Why does Australian society still commemorate Australia’s contribution and involvement to conflict? Why is this ideal so ‘Australian’?

Participation Learning Area Effort

7 + 8

Conscription: - What is conscription? What were the arguments for conscription? - Why was a referendum about conscription held? What was the outcome? - Why did volunteers decline?

Examination 30% of Semester’s Grade

9

SKILL DEVELOPMENT: Students to engage in varied activities to improve data interpretation and may include:

- Graphs and tables - Maps and pictures / photographs - Understanding primary and secondary sources

10

Skill development: Students to engage in varied activities to improve research skills and may include:

- Use of key words / search terms. Referencing. Note-making. Test 15%

Please note that dates are a guide only and may change to suit teacher/student needs.

Faculty of HEALTH & PHYSICAL EDUCATION

Year 9 - Health Education Semester Two 2016

Week Key Concepts/Essential Content Assessment/Weighting TERM 3 1

Introduction to topic - Glossary of key words - Cannabis pre – test (prior knowledge) - Facts on Cannabis

2

Reasons why people use cannabis - Myths and facts - Statistics of use and prevalence among young people - Class brainstorm (choices and uses)

3

Short/Long Term effects of cannabis use/abuse - Revise drug triangle (How individual / drug / environment influences the effect of the drug) - Short & long term biological, psychological and social effects of cannabis use

4

Cannabis and the law - Cannabis and driving offences - Cannabis Infringement Requirement Scheme

5

Assessment Task – Mid Unit Quiz

Knowledge and Understanding 25% of semester grade

6 - 7

Cannabis and consequences - Harms and consequences of drug use on health, relationships, livelihood and the legal impact - Impact of consequences on the user, friends, family and community - Impact of drug convictions on future goals

8

Decision Making - Students respond to cannabis related scenarios using a ‘decision making model’ - Students identify possible choices/decisions, predict positive and negative outcomes for each choice and make safe decisions based on the information presented

9 Assessment Task – Topic Test Multiple choice, short answer and extended response


10 Catch – up week

Faculty of HEALTH & PHYSICAL EDUCATION

Year 9 - Health Education Semester Two 2016

Week Key Skills & Strategies Assessment/Weighting TERM 4

1

Introduction to topic Mental Health, Self Esteem & Resiliency - Glossary of key words - Defining mental health, self-esteem & resiliency. - The Mental Health Continuum - Factors affecting mental health

2

Understanding Mental Health - Myths and facts - Statistics surrounding mental health - Different types of mental health problems

3

Self Esteem and resilience - Influences on our self-esteem. - Personal skills and qualities - Defence mechanisms - Promoting positive self-esteem in yourself and others.

4

Mid - Unit Assessment Task - Improving mental health


5

Stress - Definitions - Causes - Signs and symptoms - Coping strategies

6 Anxiety - Definitions - Causes - Signs and symptoms - Coping strategies

7 Depression - Definitions - Causes - Signs and symptoms - Coping strategies

8

Unit Assessment Task - Test Knowledge and Understanding 25% of semester grade

9 Recognising signs & accessing support Evaluating practicality / accessibility of support available

10

Catch – up week

Faculty of Health & Physical Education

Year 9 – PHYSICAL EDUCATION Semester Two 2016

Students will complete an athletics program leading up to the Kinross College Athletics Carnivals in week 8. Students will then participate in two 6 week sports programs (Girls – softball & netball. Boys – International rules & racquets). Please be advised that the order of when each sport program commences may change due to sharing available space and resources with multiple classes.

Week Key Skills and Strategies Assessment/Weighting Term 3 1 - 7

Athletics: Students will develop skills / techniques for a range of athletics events. They will also complete trials for each event which is how they qualify to compete at the College Athletics Carnival. Events include; - 100m & 200m (sprint events) Running posture, arm action, leg action, starts & finishes. - 800m (distance event) Pace, judgment and tactics. - Hurdles - Body position, rhythm & stride, arm action and leg action. - Relays – Baton changes, maintaining speed and acceleration. - Long, Triple & High (jump events) Run-up, take-off, flight and landing phases. Scissor kick progressing into the flop for high jump. - Shot-put & Discus (throw events) Throw technique, weight transfer, body rotation and release.

The following % reflects the weighting of the semester grade. Assessment of Focus skills. 30% - Students will work for one session each week to improve their technique for a specific event. The following session is dedicated to recording trial data for each class by age and gender. Assessment of Self-management skills. 10% - Completion of all event trials will indicate participation levels; this will be reflected in their Self-management grade. Assessment of Interpersonal skills. 5% - Students’ ability to work with peers and small groups within practice opportunities, along with their ability to take on feedback to improve performance will reflect their interpersonal skills.

8

Kinross College Jumps and Throws Carnival – Wednesday 8 September Kinross College Track and Tabloid Carnival – Friday 11 September.

9 - 10 Fundamental skills & strategies Girls – netball or softball Boys – International rules & racquets - Develop fundamental skills through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategy through drills and modified games.

Informal assessment of fundamental skills.


Year 9 – PHYSICAL EDUCATION Semester Two 2016

Week Key Skills and Strategies Assessment/Weighting Term 4 1 - 2

Sport-specific skills & strategies. - Develop sport specific skills & attempt more advanced skills through individual & partner practice, drills and modified games. - Develop and apply a range of sport specific strategies.

Informal assessment of focus skills & strategies.

3 - 4 SEPEP - Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills) # Round Robin competition

Assessment of Focus skills & game strategy. 30% - Assessment of Self-management skills 10% - Assessment of Interpersonal skills. 15%

5 - 8 Fundamental skills & strategies Girls – badminton or softball Boys – cricket or baseball - Develop fundamental skills through individual & partner practice, drills and modified games. - Develop basic offensive and defensive game strategy through drills and modified games. Sport-specific skills & strategies. - Develop sport specific skills & attempt more advanced skills through individual & partner practice, drills and modified games. - Develop and apply a range of sport specific strategies.

- Informal assessment of focus skills & strategies. - Informal assessment of self-management & Interpersonal skills.

9 - 10 SEPEP - Fixtured games (application of skills and game strategy) - Umpiring – each team participates in an umpiring roster (application of self-management & interpersonal skills) - Student directed warm-ups and pre-game training. (application of self-management & interpersonal skills) # Round Robin competition

- Informal assessment of focus skills & strategies. - Informal assessment of self-management & Interpersonal skills.


Year 9 – OUTDOOR RECREATION Semester Two 2016

Week Key Concepts, Skills and Strategies Assessment/Weighting

Term 3 1 - 2

Team building: Cooperative team games. Communication strategies.

The following % reflects the weighting of the semester grade. Team challenge. (SMS / IPS) 5%

3 - 4

Mapping, Orienteering – Navigation Map skills - direction and scale Orienteering- pacing, compass work, set courses.

Navigation / Orienteering courses (SPA / IPS) 10%

5 - 6 Cycling: Safety, risk identification. Planning cycle routes using local area, distance, topography and ability. # Week 7 students cycle to rock climbing center

Cycle course (timed trial) and practical assessment. (SPA) 10% Cycle route planning. (SMS) 5%

7 Camp cooking: types of cooking, use of fire

8 Beach safety and fitness: Risk identification and safety. Beach fitness: Run, swim, run. (timed)

Run, swim, run. (SPA) 5%

9 - 10 Kayaking: Safety considerations, different strokes and rescue techniques.

Kayaking practical. (SPA) 10%

Term 4 1

Team building: Team building challenge 2. Aquatic First Aid during theory session

2nd team challenge. (SMS / IPS) 5%

2 - 4 Camp cooking assessment & Aquatic First Aid during theory sessions Snorkeling: Safety, risk identification, buddy systems, best practices and rescue techniques.

Camp Cooking (SPA/SMS) 5%

5- 6

Aquatic first aid during theory session. Beach rescues.

Snorkeling practical. (SPA) 10% Theory test for aquatic first aid. (K&U) 10% Beach Rescues (SPA) 10%

7 - 9 Surf safety: Risk considerations, surf etiquette, skills for surfing. Surf lifesaving Presentation task. Surfing.

Surf lifesaving tasks (SMS) 5% Surfing practical (SPA) 10%

9 - 10 Catch up week

# The assessment breakdown in the above table highlights the practical skills and applicable theory that students will be assessed on. Students will also be assessed on the level to which they develop and demonstrate a range of Self-management skills and Interpersonal skills. # Please note – weeks advised are as a guide only and practical components may be subject to change due to staffing factors and environmental conditions.


Year 9 - Specialised Team Sports Semester Two 2016

Week Key Concepts / Skills / Strategies Assessment/Weighting Term 3 1 - 7

Basketball: • Develop, practice and apply sport specific skills &

game strategies • Passing and receiving • Dribbling • Triple Threat • Shooting - Jump shots & lay ups • Driving into the keyway • Defending- Man on Man / Zone • Offence skills and strategies • Umpiring - Application of knowledge of rules and

interpersonal skills

The following % reflects the weighting of the semester grade. - Skills for Physical Activity 25% - Self-management skills and

Interpersonal Skills 15%

Term 3 8 - 10 Term 4 1 - 4

Volleyball: • Develop, practice and apply sport specific skills &

game strategies • Serve, dig, set & spike • Skill combinations • Offensive & defensive positioning • Court rotation & scoring • Specific plays and strategies • Umpiring - Application of knowledge of rules and


- Skills for Physical Activity 25% - Self-management skills and


Term 4 5 - 10

Soccer: • Develop, practice and apply sport specific skills &

game strategies • Passing and trapping • Striking and keeping • Heading and Throw-ins • Lofted passes and ball control • Defending and evasive skills • Offensive & defensive strategies • Umpiring - Application of knowledge of rules and


- Skills for Physical Activity 10% - Self-management skills and


# The assessment breakdown in the above table highlights: the practical skills, Skills for Physical Activity (SPA), Self-management skills (SMS) and Interpersonal skills (IPS) that students will be assessed on throughout the semester.

Faculty of Home Economics

Year 9 Sweet Treats

Semester Two 2016

Week


Term 3 1

Introduction & Basic Biscuits

2 Mini Apple Pastries & Monte Carlo Biscuits 3 Meat pie & Cupcakes /10 4 Assessment (Theory): Cake decorating design 5 Chocolate filigrees 6

Toffee & Spun sugar

7 Assessment (Practical): Sponge Cake & Butter icing decoration /30 8 Evaluation & Theory 9 Lemon meringue pie /10

10 Peppermint Cream nibbles

Term 4

1 French crepes & Mini orange cakes

2 Apple strudel & Chocolate soufflé cake /10

3

Marshmallow & Tea cakes

4

Gingerbread biscuit & Assessment (Practical): Gingerbread house

5

Assessment (Practical): Royal icing assemble & decorating /30

6

Microwave self-saucing pudding

7 Exam week

8

Fruit circles & Brownies

9

Swiss cake roll & Mississippi Mud cake /10

10

Mini apple pastries & Cherry macaroons

Please note that dates are a guide only and may change to suit teacher/student needs. Each term contributes 50 % to overall mark.

Faculty of Home Economics

Year 9 - Cultural Foods

Semester Two 2016

Week


TERM 3 1

Australia Safety & Australian Damper

2 Meat Pies

3 Lamingtons

4 America Hamburgers

5 Macaroni Cheese /10 6 England

Butterfly cakes & Muffins

7

Mexico Nachos & Tortillas/Quesadillas

8

Empanadas /10

9

Assignment /30

10

Assignment & ANZAC Biscuits

TERM 4 1

Italy Pasta Alfredo Book Work

/20

2 Minestrone

3 Calzone & Biscotti /10

4 China Noodles & Sir-fry

/10

5 Greece Pita Bread & Tzatziki

6 Souvlaki /10 7 India

Samosas

8 France Tarte Tatin & Cranberry Orange Muffins

9 Canada Poutine & Snickerdoodles

10 Germany Streusel Cake & Pretzels

Please note that dates are a guide only and may change to suit teacher/student needs. Each term contributes 50 % to overall mark.

Faculty of the Arts

Year 9- VISUAL ART Semester Two 2016

Week Details Assessment Term 3/4 1

Introductions – Why study Visual Art Imagery. Procedures & expectations. Create folio cover page. (filler) Tools & mediums used this Semester.

2-4 Project 1 – Students to complete a Manga scene on water colour paper using tube water colour paints. –Manga (Anime) hand out laminated Manga eyes and other facial parts. Students practice drawing features in pencil, or charcoal. Students create their image on water colour paper.

5 When finished students sign their work in paint. Demonstrate framing in case they wish to do so at home.

Finished painting 20 marks Planning and designs 10 marks

6-11 Project 2 - Skate board painted street art style or something loud and stylised. Brainstorm ideas on paper or in computer lab. The skateboards project for some students will carry over from Term 1 to enable them to be finished. Term 2

Skateboards finished 20 Marks Designs 10 marks

12 PROJECT 3 – Drawing portraits –students to create a portrait of a real person, preferably a self-portrait or family/friend, (not an internet image as real life referencing needs to be compared). Students will need a reference picture at least A4 size to help observe shadow and tone (we have mirrors for self-portrait.).

13 Students practice facial parts, eye, nose, mouth, ear, hair, etc. separately practicing use of their 2H pencils. Show a video or 2. How to shade and use of tissue to smudge.

Facial parts 10 marks

14 Learn the use of 2H pencil for their portraits and should spend time getting size and position correct. Line things up.

Portrait 20 marks

15 - 20 Project 4- Canvas board acrylic painting – Theme will be voted on. E g: Their portrait, seascape and waves, landscape, Halloween, endangered animals etc. Students need to research an artist who paints these, choose one of their paintings to replicate. An artist will be researched to analyse a piece of work to understand technique better.

Overall art skills 10 marks

Please note that dates are a guide only and may change to suit teacher/student needs Project 2 will commence in Week 9 and continue through to the commencement of Term 2, Weeks 1 and 2.

Faculty of Technology and Enterprise

Year 9 - PHOTOGRAPHY 1

Semester Two 2016 Week Key Concepts/Essential Content Assessment/Weighting

Term 3 1

Introduction and procedures

2

Camera operation and expectations

3

Rules of composition – leading lines

4

Rules of composition - framing

5

Rules of composition – rule of thirds

6

Macro photography

7

Selective focus

8

Photoshop techniques and effects

9


10


Term 4 1

Composite and shadows

2

Camera flash operation when and when not to use

3

Understanding layer masks

4

Darkroom techniques and effects

5

Shutter speed operation and effects

6


7


8


9

Photography portfolio review and assessment

10

Photography portfolio review and assessment

Please note that dates are a guide only and may change to suit teacher/student needs. All tasks carry an equal weighting and is calculated weekly on the completion of each task.

Faculty of Arts

Year 9 Playbuilding Semester Two 2016

In Semester Two the students will be establishing a deeper understanding into the history of Theatre focusing on Medieval and Elizabethan theatre. They will also be developing an understanding of Australian Theatre focusing on Realism and the Australian voice. Finally the students will be working together to create a Pantomime performance with the opportunity to perform at the Arts Showcase later in Term 4.

Week Key Concepts/Essential Content Assessment Weighting

TERM 3 1

Introduction of course and requirements. Medieval theatre: Working with the Supernatural .

2

History of Medieval Theatre Mystery, Miracle and Moral Plays

3

Aesop’s Fables: A story with a Moral Intro to Assessment task

4

Class rehearsal time: Medieval Plays

5

Perform Medieval Plays Audience to write a reflection report on one performance in class

Medieval Assessment task Workshop Participation (mid-week)

15%

6

Introduction to Elizabethan Theatre Medieval vs. Elizabethan. Shakespeare’s Macbeth

7

Themes and Issues of Macbeth Significant scenes

8

The Supernatural in Macbeth Scenes given out for assessment

9

Class rehearsal time: Macbeth Assessment

10

Macbeth Assessment performance Critical reflection on performances

Macbeth Assessment Workshop Participation (whole term)

20%

TERM 4 11

Introduction to Absurdist Theatre History of Absurdism

12

“Opening a Fuzzwollop’s frame of Mind” Script Working with an Absurdist Script.

13

Blocking and Stage Directions Movement in an Absurdist play

Please note that dates are a guide only and may change to suit teacher/student needs Some courses run across terms therefore some assessments will already have taken place or will take place this term.

14

Assessment rehearsals Costuming and Lighting

15

Absurdist Assessment task Introduction to Pantomime

Absurdist Task Workshop Participation (mid-term)

20%

16

History of Pantomime Performance Creating a Pantomime play for a young audience.

17

Working with a stock character Reversing gender roles for comedic effect. Slap stick Humor

18

Humorous Fairy tales: Pantomime Costumes, Props and Blocking a Scene

19

Final rehearsal week for Pantomime Assessment task Possible performance

Workbooks handed in for assessment

15%

20

Pantomime Assessment Task Critical reflection on past ATAR Drama Monologues

Pantomime Assessment task Workshop Participation (whole semester)

15% 15%

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